Unit 4: Secondary Education

UNIT 4
SECONDARY EDUCATION
Objectives
Understand the Concept and scope of secondary
education
Explain the Secondary education in the context of
USA
UK
Pakistan
India
Malaysia
Concept and Scope of Secondary Education
 Education prevails over behaviors of the individuals and

institutional managers working for the
development/poverty alleviation and fundamental change
of society
 The effective system of education, secondary education is
universally recognized
 Developed countries such as the United States, U.S.S.R:
China, and many of the European countries are
concentrating all their attention and research on in
exploring better solution to the over increasing problem
face by the young people at secondary school level
Concept and Scope of Secondary Education
The quality of the higher education is depending upon the quality
achieved at this stage
The formation of character and foundation of future leadership are
laid at this stage
This stage of age come at a time when youth in the formative
adolescence stage
It serves purposes of training of civil servants and official worker
for government services
Globally especially in the developing countries are missing the
technical and vocational subject at secondary level
It provides the society a healthy young person with self esteem,
concern for others and with knowledge, skills and motivation to
pursue
Secondary Education in USA
Types of schools in USA
Secondary education in USA is provided within a number of different schools and settings
e.g.
 University-preparatory schools
 Home schooling
 Secondary School
 Character School
 In some districts, students attend a combined junior/senior high school or attend
a middle school until 14 (grade 8) before transferring to a four-year senior high
school
 Like primary education, secondary education is co- educational
 American high schools are often much larger than secondary schools in
other countries
 They must take certain ‘core’ curriculum include English, mathematics, general
science, health, physical education and social studies or social sciences
Current secondary education system in USA:
It is often divided into two phases, middle or junior
high school and high school
 Students are usually given more independence to
choose some of their class subjects (electives)
 High school usually runs from 9th or 10th through
12th grades
 Students in these grades are commonly referred to
as freshmen (grade 9), sophomores (grade 10),
juniors (grade 11) and seniors (grade 12)
American Secondary Schools: Middle School
 Middle School includes the 6th – 8th grades between
elementary school and senior high school
 At this time, students are given more independence in the
following
 Having different teachers for each subject
 Taking on more independent homework assignments and
projects
 Moving to different classrooms for different subjects
 Being allowed to choose some of their class subjects
American Secondary Schools: High School
High school - 9th through 12th grade
The students in these grades are classified as
Freshmen (grade 9)
Sophomores (grade 10)
Juniors (grade 11)
Seniors (grade 12)
Students are encouraged to pursue a concentration in a specific
area of study in preparation for college
Early college options allow students to earn college credits
simultaneously
Vocational programs provide certifications for graduation
Curriculum of Secondary Education of USA
 Students take a broad variety of classes
 Curricula vary widely in quality and rigidity
 Varied tracks to graduation include Advanced Placement
(AP) courses which result in graduation plans with higher
GPAs
 End of Course exams required to earn credit toward
graduation
 Mandatory subjects are required in nearly all U.S. high
schools:
Science ,Mathematics ,English ,Social sciences, Physical
education
 Many states require a "health" course
Secondary Vocational Education in USA
The objectives of vocational education are more varied at the
secondary than at the postsecondary level
Secondary vocational courses can be classified into three types:
Consumer and homemaking education
General labor market preparation
Specific labor market preparation courses that teach students the
skills needed to enter a particular occupational field
Such courses can be grouped into the following occupational
program areas Agriculture, Business and office, Marketing and
distribution, Health , Occupational home economics ,Trade and
Technical and communications
Finances and Control of Secondary Schools
11% of U.S. secondary and elementary students attend
private schools
About three-quarters schools are religiously affiliated
Private schools must rely on tuition for a large part of
their support
The average tuition for a private school in the USA
2003, according to a Cato Institute study, was $4,689
Policy for Secondary Education in USA
The American Recovery and Reinvestment Act of
2009 (Recovery Act) was signed into law by President
Obama on February 17th, 2009
It is an unprecedented effort to jumpstart the economy,
create or save millions of jobs
The aim of USA policy is to modernize the nation’s
infrastructure, enhance energy independence
 To expand educational opportunities, preserve and
improve affordable health care, provide tax relief
Secondary Education in UK
It starts for most students at the age of 11 years old
In some parts of the UK there are middle schools which run up to 12
or 13 years old
Public provision of secondary education in an area may consist of a
combination of different types of school
 The pattern reflecting historical circumstance and the policy
adopted by the local authority
Comprehensive schools largely admit pupils without reference to
ability and cater for all the children in a neighborhood
Academies, operating here, are publicly funded independent schools
The Academies program was first introduced in March 2000 with
the objective of replacing poorly performing schools
Secondary School Structures of UK
 95% of secondary schools are comprehensive
 All state schools are required to follow the national
curriculum
 Upper secondary education is provided in schools
 Both general education courses and vocational education
courses are provided
 The precise course offer varies between institutions
 Education colleges are the main provider of vocational
training
Curriculum of UK Secondary Education
There is a national curriculum in England requiring all pupils from the
age of 5 to 16 years
Compulsory secondary education (11 to 16) in state maintained
schools are taught, amongst other subjects, English, mathematics,
science
Curriculum is constructed in five Key Stages
 Key Stage 1 - Foundation year and Years 1 to 2 - for pupils aged between 5 and 7
years old
 Key Stage 2 - Years 3 to 6 - for pupils aged between 8 and 11 years old

Technical and Vocational Education
As the labor market becomes more specialized and
require higher levels of skill
Governments and businesses are increasingly investing
in the future of vocational education through
Publicly funded training organizations and subsidized
internship initiatives for businesses
Assessment and Examinations
A continuous assessment of pupils’ progress by teachers who
may set their own internal tests and examinations
Monitor pupils’ progress against ‘level descriptions’ for each of
the national curriculum subjects
 Pupils are also assessed by national tests at this stage in
mathematics, English and Science
At the end (year 11, age 16) pupils are entered for external
examinations (General Certificate of Secondary Education
(GCSE)).
The GCSE may be taken in a range of single subjects
Vocational examinations are also offered
Secondary Education in India
India’s impressive, sustained economic growth has
increased
Household and labor market demand for secondary
and higher education
Secondary education’s contribution to economic
growth
The role of government in secondary education is not
as clear as it is in elementary education
Government’s role should be to universalize
opportunity to attend secondary school, rather than to
universalize access
Access and Equity of Secondary Education
At the lower secondary level (grades 9 and 10), the gross enrollment
rate (GER) is 52 %, while at the senior secondary level (grade 11
and 12) it is just 28% for a combined GER of 40 % (2005)
 In absolute terms, total secondary enrollment was estimated at over
40 million in 2008
The growth in the number of secondary schools over the last two
decades has occurred
Jointly, private aided and unaided schools make up 60% of all
secondary schools
Most secondary students are boys, and disproportionately from
urban areas and wealthier segments of the population
Quality and Efficiency of Secondary Education
Unfortunately, small scale standardized assessments of
student achievement i. ii. iii. Iv
Teachers’ pre-service education at the secondary level
suffers from poor standards, weak accreditation and
monitoring, and few incentives for improvement
The quality of learning materials in secondary
education, particularly of textbooks, is low
National and state Boards differ widely in their
approach to the organization of information and
presentation of content in textbook
In some states textbook development remains a virtual
monopoly of central institutions
Government schools and teachers do not have a choice
and private publishers are excluded from the market;
in those cases there is little incentive to improve
Management of Secondary Education
India has a long history of multiple management
models
It provides opportunities for further experimentation
and reforms
There is great diversity at the state level in the mix of
government, private aided, and private unaided schools
for secondary education
Financing of Secondary Education
During the recent drive to achieve universal elementary
education, the share of public investment in secondary
education has dwindled, although recurrent spending on
this level has stayed relatively constant
Compared with international benchmarks, India’s per
student public spending on secondary education as a
percentage of GDP per capita is somewhat high
India’s per-student public spending on secondary
education is also high as a ratio of per student spending
on primary education
Secondary Education in Pakistan
Education plays a pivotal role for creation of skills and human
capital
In our country, education is recognized as a fundamental right
 After independence ,Quaid-i- Azam Muhammad Ali Jinnah laid
down a set of aims that provided guidance to all education
The government of Pakistan is hence committed to improving
both the quality and the coverage of education
Secondary education in Pakistan begins from grade 9 and lasts
for four years
After end of each of the school years, students are required to
pass a national examination administered by a regional Board of
Intermediate and Secondary Education (or BISE)
Upon completion of grade 9 &10, students are
expected to take a standardized test to get a
Secondary School Certificate
The curriculum usually includes eight courses
including electives (such as Biology, Chemistry,
Computing and Physics)
Compulsory subjects (such as Mathematics, English,
Urdu, Islamic studies and Pakistan Studies)
Education System at secondary level
Primary and secondary education in Pakistan can be
divided into five stages:
(1) pre-primary or early childhood education
(2) primary education (Grades 1-5)
(3) middle stage education (Grades 6-8)
(4) matriculation or secondary education (Grades 9-
10)
(5) intermediate or higher secondary education
(Grades 11-12)
 The first three stages are regarded as elementary or basic
education.
 Students graduating from matriculation receive the
Secondary School Certificate (SSC)
 Intermediate level graduates receive the Higher Secondary
School Certificate (HSSC)
Types of Schools
 In Pakistan, several types of institutions provide secondary-
level education
 (1) middle schools (G 1-8) which are established by
upgrading primary schools
 (2) secondary schools (G 6-10)
 (3) higher secondary schools (HSSs) for grades 6 to 12
 Schools are often upgraded to include higher grades
 Middle schools are established by adding additional
facilities to existing primary schools
Administrative Structure
Under the Local Government Devolution Plan 2000, district
governments, headed by the Executive District Officer (EDO)
 They are given more administrative authority and control
over public institutions at primary, middle, as well as
matriculation levels
At the national level, the Ministry of Education (MOE) is
responsible for the development of the national education
policy, national plans and budget
It ensures that the standards of national education adhere to
its regulatory and institutional framework
Admission Requirements for Secondary Level
Certification obtained from successful completion of
primary school is the basis for admission into middle
schools
 The headmaster or principal decides on admissions with
the school-based admission committee
 In some cases such as in urban areas where competition
is fierce, admission tests are conducted to screen the
entrants.
 The same applies to admission into matriculation
education.
Assessment and Evaluation
The annual examination is administered internally by the
school
Question papers are created and marked by subject teachers
The principal along with subject teachers make the final
decisions
Promotion is granted to students who score at least 33% in
each subject as well as in total
 In the past, the year-end examination for grade 9 was
conducted by the school, but now it is conducted by the
Board of Intermediate and Secondary
Curriculum
According to the Constitution of Pakistan, curriculum
development is the domain of the federal government
 Authority is vested in the Curriculum Wing of the MOE
 Through the Federal Supervision of Curricula, Textbooks
and Maintenance of Standards of Education Act, approved
by parliament in 1976
Localization of the curriculum is not allowed for
matriculation- level education
Textbooks are developed by the provincial Textbook
Boards as per curriculum developed by the committees
Secondary Education in Malaysia
Primary and secondary education in Malaysia is
regulated by the Ministry of Education
Secondary school is subdivided into more or less 3
parts: national schools, religious schools and national-
type Chinese or Tamil schools
Purpose of Secondary School
An emphasis on critical and creative thinking skills,
and on science and technology
The system is geared towards providing secondary
education to give opportunities to the relevant age
group, adequate and quality teaching and learning in
both the Malay and English languages
Designed to produce students who have positive
attitudes and values, social skills, and creative minds
School Structure
Secondary education (age 13-17) is divided into lower
secondary (3 years) and upper secondary (2 years)
education which are both ended with a standardized
test
 There are two different final tests, depending on
whether the student was doing the last two years in a
technical/academic track or a vocational track.
Post-secondary education (age 17-18) prepares the
students who want to attend a university
University education
Types of Schools
Several types of institutions provide general secondary
level education
In general, most secondary education institutions offer
the complete secondary cycle, i.e.
three years of lower secondary and two years of upper
secondary education (Grades 7-11)
Student Assessment and Promotion
Although students sit for the Lower Secondary Assessment
examination
 At the end of this program, they are automatically promoted to
the upper secondary level regardless of the results
 There is no system of repetition throughout the basic education
cycle in Malaysia, both primary and secondary
The results are used for selecting students to enroll into several
program packages at the upper secondary level within the
general program such as arts, sciences and humanities etc
Results are also used as entrance criteria to special types of
upper secondary institutions
Curriculum
Private and religious schools, are required to follow the
National Curriculum
Teachers are allowed to plan appropriate method and material
within the framework of the curriculum
The core subjects are Malay, English, science, mathematics,
moral education and history
 At the upper level it emphasis on developing and
strengthening knowledge and skills
According to the Education (National Curriculum) Regulations
of 1997, the national curriculum is composed of core, elective
and additional subjects
Secondary Level Technical and Vocational Education
TVE begins at the upper secondary level
The programs are offered in Grade 10 and 11 (Form 4
and Form 5). Grade 12 (Form 6)
Vocational subjects are also offered in several general
upper secondary schools
Students who enroll in TVE programs can freely
switch their fields to general education
Levels of Secondary Education
Secondary education is divided into lower and upper secondary
levels and a special year of transition program
The different levels are:
Remove Class a one-year transition program
Lower secondary level (Form 1 - Form 3, age 13 - 15) focuses on
general education
Upper secondary level (Form 4 - Form 5, age 16 - 17)
More than 90% of students continue their education at national
public schools which use Bahasa Malaysia as a medium of
instruction
English is taught as a second language
Policies of Malaysian Secondary Education
Major recent policy reforms include English for the
Teaching of Mathematics and Science (ETeMS), which
was introduced in 2003
Secondary School Curriculum introduced in 1989
 In the teacher education program, the priority has
shifted to provide sufficient quality teachers instead of
sufficient teachers for expanding secondary education
enrolments
Comparison between Eastern and western countries in secondary
education
Comparison between Eastern and western countries in secondary
education
As of 2010, there are 380 out of every 1000 Pakistanis

age 15 and above who have never had any formal
schooling.
 Of the remaining 620 who enrolled in school, 22
dropped out before finishing primary school, and the
remaining 598 completed it.
 There are 401 out of every 1000 Pakistanis who made
it to secondary school. 290 completed secondary
school while 111 dropped out. Only 55 made it to
college out of which 39 graduated with a degree.
Conclusion
 It is clear from the preceding discussion that there are some
definite differences between the two education systems.
 Both have their advantages and disadvantages
 Western education encourages people to pursue their true
interests, producing a broad range of skills and areas of
expertise
 Eastern education discourages the pursuit of learning that has
no strictly practical purpose, such as visual and performing
arts
 Eastern education, however, is an efficient way of training
people to perform tasks that require quick and precise thinking
Activities
Write down the need and scope of secondary education
in Pakistan
Prepare a comparison chart of secondary education in
Asian and western countries

Unit 4: Secondary Education

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UNIT 4

 Education prevails over behaviors of the individuals and

As of 2010, there are 380 out of every 1000 Pakistanis

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